ISRRT_COVID-19_book

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to continue their academic activities through Moodle and Zoom applications without any charge. Following this, a high usage rate of Moodle and Zoom applications was observed, resulting in limited bandwidth and overloaded network connections. As a result, teachers and students were confronted with a number of technological obstacles, including low video quality and logging-in difficulties. Therefore, in order to avoid these problems, it was necessary to schedule the lectures at off-peak hours. It is essential to incorporate a student response system to get feedback from students during or after lectures in order to figure out their challenges and identify their perceptions 9,10 . Additionally, given the remote online opportunities, it is essential to evaluate their feasibility, the degree to which the intended learning outcomes of the curriculum are met, and the appropriateness of continuing online education. Unfortunately, the Department established a student response system after continuing some time of the online education. According to the responses received, it was realized that the students perceived that online education saves time and mode of easy access for timely submission of assignments. However, most students stated that they feel lonely and have difficulties paying full attention during the online lectures. Therefore the Department tried to engage more with the synchronous delivery method since the asynchronous delivery method does not allow for teacher-student or student-student interactions during the lecture time. The synchronous lessons were also created in a more student-centered, interactive manner using various tools available in video conferencing platforms such as polls and digital flashcards. Some students indicated that their financial situation made online learning challenging as they require modern communication and technical devices to be better involved. Students from low-income families found it particularly difficult to gain access to modern and advanced technological devices, and the Department continues to have a challenging task in addressing this issue. Delivery of the program - continuation of research activities The <strong>COVID</strong>-<strong>19</strong> epidemic had a significant impact on the research that the students were undertaking. The supervisors did not have a chance to meet their students physically, and the supervision and communications were done entirely online via Zoom, WhatsApp and e-mails. Therefore, as previously, it was difficult to understand the real needs of a student. Further, the data collection process from the laboratories, patients, and hospitals was interrupted due 69
to the travel restrictions and health guidelines of the country. Therefore, most of the supervisors guided the students to conduct their research using image archives in the hospitals and online open databases available online. It was, however, able to host several online webinars for students on various aspects of research and medical imaging with many experts from other countries. That was an excellent opportunity for students to encourage and build collaborative work with other countries. Delivery of the program - laboratory-based teaching and learning activities and hospitalbased training Even though online education works well for teaching theoretical components, it has some issues in developing university-based practical-based skills of students. Practical skill development in the BSc in Radiography program at the University of Peradeniya is centered on hands-on learning in laboratories and hospital-based training. However, all laboratory and hospital-based teaching activities were temporarily halted due to the pandemic. Several types of laboratory sessions are associated with radiography education, including those on radiography instruments and anatomy. The Department had a significant challenge in delivering at least some laboratory-based knowledge since it lacked the necessary facilities and resources such as simulation labs or virtual labs. However, as practical knowledge and skills were developed and imparted to students to some extent, it was beneficial to incorporate pictures, images, and all sorts of videos with actual equipment and instruments into the theory lectures. The use of video-based lab sessions has been identified as a viable alternative when students are unable to physically attend practical sessions. These videobased lab sessions are beneficial because students can visualize the step-by-step introduction to a real hands-on session, its environment, and the entire practical process. The usage of virtual lab sessions hinders the development of problem-based learning skills, critical thinking ability, situation analysis skills, interpersonal skills, adaptability and communication skills among students. Therefore the Department took every attempt to overcome these challenges by giving different types of assignments such as case scenarios and student presentations. While there are many approaches for imparting practical skills virtually, there is always a dearth of valuable practical understanding into conducting radiography techniques and 70
Page 1 and 2:
Reflections on the COVID-19 pandemi
Page 3 and 4:
Editors Peter Hogg Emeritus Profess
Page 5 and 6:
As ISRRT President and on behalf of
Page 7 and 8:
Lessons learned and personal experi
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Lessons learnt and personal experie
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adiographers start to identify less
Page 13 and 14:
image having been already published
Page 15 and 16:
6. If you have used any personal de
Page 17 and 18:
Impact of COVID-19 pandemic on radi
Page 19 and 20:
additional beds, in addition to dis
Page 21 and 22: Chest Computed Tomography Chest CT
Page 23 and 24: with COVID-19 patients means high r
Page 25 and 26: Researching in a pandemic - a non-s
Page 27 and 28: Clough, Sanders, 2021 Clinical A no
Page 29 and 30: Figure 1. Experimental set-up of th
Page 31 and 32: 13. Lewis, S. and F. Mulla, Diagnos
Page 33 and 34: The main topics of the focus group
Page 36: Figure 2: Mind map demonstrating ph
Page 40 and 41: The mind maps suggested 3 main topi
Page 42 and 43: Also: “I think they've done a goo
Page 44 and 45: (PPE) was common. Students noted a
Page 46 and 47: finding is also consistent with the
Page 48 and 49: References 1. Kolb D. Experiential
Page 50 and 51: 20. Office of the Independent Adjud
Page 52 and 53: affected physical meetings, trainin
Page 54 and 55: The implications The convenience of
Page 56 and 57: The final implication is the inabil
Page 58 and 59: 5. Verma, A., Verma, S., Garg, P. e
Page 60 and 61: ased on the practice and reflection
Page 62 and 63: INSTRUCTIONS: Quality Control Test
Page 64 and 65: Figure 3: Radiography bachelor’s
Page 66 and 67: adiologic technologists in our comm
Page 68 and 69: workers imaging and treating patien
Page 70 and 71: all the educational institutes, inc
Page 74 and 75: dealing with the intricacies of suc
Page 76 and 77: Knowing what we know now, how might
Page 78 and 79: the virus if adequate steps are not
Page 80 and 81: COVID-19 Pandemic Preparedness: Rol
Page 82 and 83: imaging examinations or interventio
Page 84 and 85: Mobilisation of medical imaging per
Page 86 and 87: Radiographers preparing self-made f
Page 88 and 89: Reflections: Key learnings during p
Page 90 and 91: What’s next? A year and a half in
Page 92 and 93: Patient experience (a radiographer
Page 94 and 95: My relief and improvement were shor
Page 96 and 97: Hope Hafsa Tareq Momoniat Reminisci
Page 98 and 99: environment I was used to working i
Page 100 and 101: Today was the first time that I was
Page 102 and 103: Postscript After I agreed to write
Page 104 and 105: knowledge in the class. This strate
Page 106 and 107: clinical education for the medical
Page 108 and 109: Student experiences An undergraduat
Page 110 and 111: perspectives and shared best practi
Page 112 and 113: times. The only downside was that t
Page 114 and 115: pronounced restrictions and indicat
Page 116 and 117: Challenges experienced by lecturers
Page 118 and 119: data, they need to register their m
Page 120 and 121: The rise of the isolation society a
Page 122 and 123:
Teaching during COVID-19 can be des
Page 124 and 125:
queries and not communicating with
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also caused great concern. This led
Page 128 and 129:
Staying‐home kids, tele‐educati
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and treatment of patients in most c
Page 132 and 133:
9. World Health Organization. COVID
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across Ontario. When the first wave
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due primarily to the resurgence in
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other radiation therapy clinical si
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online or via pre-recorded videos.
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they were given appreciation gift p
Page 144 and 145:
procedures that students could perf
Page 146 and 147:
4. Yepes-Rios M, Dudek N, Duboyce R
Page 148 and 149:
supported to ensure functionality w
Page 150 and 151:
level therapist. The treatment plan
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used VERT for online before, facult
Page 154 and 155:
How my professional role has change
Page 156 and 157:
To add perspective, a 3 rd year stu
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was an intimidating process. This i
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Educator Perspectives on Delivery o
Page 162 and 163:
Engaging Disengaged Learners Engage
Page 164 and 165:
Final Thoughts Necessity is the mot
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Figure 1 Subheading: My first paint
Page 168 and 169:
Figure 2 My interpretation of the h
Page 170 and 171:
Figure 3. Variety of work taken fro
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Figure 5. COVID-19 chest cover of I
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adiograph and the virus SARS-CoV-2
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9. Christine A. Price, Women and re
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precise) and having a general chitc
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athroom to have a shower and wash m
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layer and layer of documentation, c
Page 184 and 185:
Rationale Historically patients wit
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initiative there is current discuss
Page 188 and 189:
The enabling factors which led to t
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and she agreed I could do it. Next,
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Award in 2021 - the highest number
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Shifting to online learning and stu
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also played a huge part in the educ
Page 198 and 199:
session to say ‘good-bye’. This
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level playing field among students
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exposed as students had to search f
Page 204 and 205:
Embarking on on-line teaching and l
Page 206 and 207:
of examinations or procedures as li
Page 208 and 209:
tremendously by having electronic c
Page 210 and 211:
Challenges that impacted effective
Page 212 and 213:
community of peer-to-peer learning
Page 214 and 215:
Lessons learnt and personal experie
Page 216 and 217:
A member states that the group admi
Page 218 and 219:
One international member reports
Page 220 and 221:
Radiography Education during the CO
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esearch has been undertaken to unde
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Author Biographies Azizah Mohamed A
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during the pandemic. We may have st
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John Mark De Vera Bachelor of Scien
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now I am based in Ireland teaching
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Professor Hesta Friedrich-Nel Maste
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Dr Mable Kekana Bachelor’s degree
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Kleanthis Konstantinidis Bachelor o
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Hafsa Tareq Momoniat Postgraduate C
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Leicestershire. I review for Radiog
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I have served as a previous preside
Page 244 and 245:
Beth L. Weber Masters in Public Hea
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and am interested in investigating
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